Enhancing the Interpretive Reading and Analytical Writing of Mainstreamed English Learners in Secondary School: Results From a Randomized Field Trial Using a Cognitive Strategies Approach

American Educational Research Journal

Volumn 49, Issue 2, 2012, Pages 323-355

  Olson, Carol Booth ^a   Kim, James S ^b   Scarcella, Robin ^a   Kramer, Jason ^a   Pearson, Matthew ^c   van Dyk, David A ^d   Collins, Penny ^a   Land, Robert E ^e  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b HARVARD GRADUATE SCHOOL OF EDUCATION   (United States)

^c DEPAUL UNIVERSITY   (United States)

^d IMPERIAL COLLEGE LONDON   (United Kingdom)

^e CALIFORNIA STATE UNIVERSITY   (United States)

Author keywords

English learners; reading and writing instruction; secondary education

Indexed keywords

EID: 84859297745     PISSN: 00028312     EISSN: None     Source Type: Journal    
DOI: 10.3102/0002831212439434     Document Type: Article

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